An Assessment and Instructional Guide for Motor and Vocal Imitation / Elaine ESPANOLA AGUIRRE in Journal of Autism and Developmental Disorders, 49-6 (June 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2545-2558 Titre : An Assessment and Instructional Guide for Motor and Vocal Imitation Type de document : texte imprimé Auteurs : Elaine ESPANOLA AGUIRRE, Auteur ; Anibal GUTIERREZ, Auteur Article en page(s) : p.2545-2558 Langues : Anglais (eng) Mots-clés : Assessment  Autism  Early intervention  Imitation  Instructional guide Index. décimale : PER Périodiques Résumé : The Motor and Vocal Imitation Assessment (MVIA) was developed to evaluate a proposed hierarchy of imitation skills that could be used to formulate an experimentally-validated instructional guide for intervention. Imitation performance was assessed via the MVIA in 30 typically developing (TD) children and 30 children with Autism Spectrum Disorder (ASD). Children with ASD and TD demonstrated similar patterns of imitation. Children had higher performance scores in object imitation, followed by body, then vocal, and lastly facial imitation. The results revealed a pattern of imitation performance that provides the basis for an experimentally-validated instructional guide for intervention. En ligne : https://dx.doi.org/10.1007/s10803-019-04008-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 [article] An Assessment and Instructional Guide for Motor and Vocal Imitation [texte imprimé] / Elaine ESPANOLA AGUIRRE, Auteur ; Anibal GUTIERREZ, Auteur . - p.2545-2558. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2545-2558 Mots-clés : Assessment  Autism  Early intervention  Imitation  Instructional guide Index. décimale : PER Périodiques Résumé : The Motor and Vocal Imitation Assessment (MVIA) was developed to evaluate a proposed hierarchy of imitation skills that could be used to formulate an experimentally-validated instructional guide for intervention. Imitation performance was assessed via the MVIA in 30 typically developing (TD) children and 30 children with Autism Spectrum Disorder (ASD). Children with ASD and TD demonstrated similar patterns of imitation. Children had higher performance scores in object imitation, followed by body, then vocal, and lastly facial imitation. The results revealed a pattern of imitation performance that provides the basis for an experimentally-validated instructional guide for intervention. En ligne : https://dx.doi.org/10.1007/s10803-019-04008-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400

Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures / Kara HUME in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1430-1440 Titre : Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures Type de document : texte imprimé Auteurs : Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal GUTIERREZ, Auteur ; Evelyn SHAW, Auteur ; Laurie SPERRY, Auteur ; Michael ALESSANDRI, Auteur ; Samuel L. ODOM, Auteur Année de publication : 2011 Article en page(s) : p.1430-1440 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Comprehensive treatment models  Treatment implementation  Treatment integrity Index. décimale : PER Périodiques Résumé : Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures [texte imprimé] / Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal GUTIERREZ, Auteur ; Evelyn SHAW, Auteur ; Laurie SPERRY, Auteur ; Michael ALESSANDRI, Auteur ; Samuel L. ODOM, Auteur . - 2011 . - p.1430-1440. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1430-1440 Mots-clés : Autism spectrum disorder  Comprehensive treatment models  Treatment implementation  Treatment integrity Index. décimale : PER Périodiques Résumé : Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Bone Mineral Density in Boys Diagnosed with Autism Spectrum Disorder: A Case-Control Study / Kelly BARNHILL in Journal of Autism and Developmental Disorders, 47-11 (November 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-11 (November 2017) . - p.3608-3619 Titre : Bone Mineral Density in Boys Diagnosed with Autism Spectrum Disorder: A Case-Control Study Type de document : texte imprimé Auteurs : Kelly BARNHILL, Auteur ; Lucas RAMIREZ, Auteur ; Anibal GUTIERREZ, Auteur ; Wendy RICHARDSON, Auteur ; C. Nathan MARTI, Auteur ; Amy POTTS, Auteur ; Rebeca SHEARER, Auteur ; Claire SCHUTTE, Auteur ; Laura HEWITSON, Auteur Article en page(s) : p.3608-3619 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Bone mineral density  Gastrointestinal symptoms  Gluten-free/casein-free diet  Nutrition  Vitamin D Index. décimale : PER Périodiques Résumé : This study compared bone mineral density (BMD) of the spine obtained by dual-energy X-ray absorptiometry (DEXA), nutritional status, biochemical markers, and gastrointestinal (GI) symptoms in 4-8 year old boys with Autism Spectrum Disorder (ASD) with a group of age-matched, healthy boys without ASD. Boys with ASD had significantly lower spine BMD compared to controls but this was not correlated with any biochemical markers, dietary intake of calcium and vitamin D, elimination diet status, or GI symptomology. Reduced BMD in 4-8 year old boys with ASD appears to involve factors other than nutrient intake and GI status, and requires further study. En ligne : http://dx.doi.org/10.1007/s10803-017-3277-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325 [article] Bone Mineral Density in Boys Diagnosed with Autism Spectrum Disorder: A Case-Control Study [texte imprimé] / Kelly BARNHILL, Auteur ; Lucas RAMIREZ, Auteur ; Anibal GUTIERREZ, Auteur ; Wendy RICHARDSON, Auteur ; C. Nathan MARTI, Auteur ; Amy POTTS, Auteur ; Rebeca SHEARER, Auteur ; Claire SCHUTTE, Auteur ; Laura HEWITSON, Auteur . - p.3608-3619. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-11 (November 2017) . - p.3608-3619 Mots-clés : Autism spectrum disorder  Bone mineral density  Gastrointestinal symptoms  Gluten-free/casein-free diet  Nutrition  Vitamin D Index. décimale : PER Périodiques Résumé : This study compared bone mineral density (BMD) of the spine obtained by dual-energy X-ray absorptiometry (DEXA), nutritional status, biochemical markers, and gastrointestinal (GI) symptoms in 4-8 year old boys with Autism Spectrum Disorder (ASD) with a group of age-matched, healthy boys without ASD. Boys with ASD had significantly lower spine BMD compared to controls but this was not correlated with any biochemical markers, dietary intake of calcium and vitamin D, elimination diet status, or GI symptomology. Reduced BMD in 4-8 year old boys with ASD appears to involve factors other than nutrient intake and GI status, and requires further study. En ligne : http://dx.doi.org/10.1007/s10803-017-3277-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325

Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders / Drew C. COMAN in Journal of Autism and Developmental Disorders, 43-2 (February 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.345-360 Titre : Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Drew C. COMAN, Auteur ; Michael ALESSANDRI, Auteur ; Anibal GUTIERREZ, Auteur ; Stephanie NOVOTNY, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Laurie SPERRY, Auteur ; Samuel L. ODOM, Auteur Année de publication : 2013 Article en page(s) : p.345-360 Langues : (Eng) Mots-clés : Teacher commitment  Burnout  Autism spectrum disorders  Comprehensive treatment models Index. décimale : PER Périodiques Résumé : Teacher commitment to classroom model philosophy and burnout were explored in a sample of 53 teachers implementing three preschool models at high levels of fidelity for students with autism: Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH); Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP); and high quality special education programs (HQSEP's). Relative to the other groups, LEAP teachers reported significantly higher levels of commitment to LEAP philosophy while TEACCH teachers did not report significantly higher commitment levels to TEACCH philosophy. Teachers in HQSEP's reported similar levels of commitment to TEACCH and LEAP. Burnout was also low to moderate in this sample relative to normative data. Implications for school districts and teachers are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1573-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188 [article] Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders [texte imprimé] / Drew C. COMAN, Auteur ; Michael ALESSANDRI, Auteur ; Anibal GUTIERREZ, Auteur ; Stephanie NOVOTNY, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Laurie SPERRY, Auteur ; Samuel L. ODOM, Auteur . - 2013 . - p.345-360. Langues : (Eng) in Journal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.345-360 Mots-clés : Teacher commitment  Burnout  Autism spectrum disorders  Comprehensive treatment models Index. décimale : PER Périodiques Résumé : Teacher commitment to classroom model philosophy and burnout were explored in a sample of 53 teachers implementing three preschool models at high levels of fidelity for students with autism: Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH); Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP); and high quality special education programs (HQSEP's). Relative to the other groups, LEAP teachers reported significantly higher levels of commitment to LEAP philosophy while TEACCH teachers did not report significantly higher commitment levels to TEACCH philosophy. Teachers in HQSEP's reported similar levels of commitment to TEACCH and LEAP. Burnout was also low to moderate in this sample relative to normative data. Implications for school districts and teachers are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1573-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188

Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders / Brian A. BOYD in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.366-380 Titre : Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Matthew T. MCBEE, Auteur ; Michael ALESSANDRI, Auteur ; Anibal GUTIERREZ, Auteur ; Le Anne JOHNSON, Auteur ; Laurie SPERRY, Auteur ; Samuel L. ODOM, Auteur Article en page(s) : p.366-380 Langues : Anglais (eng) Mots-clés : Comparative effectiveness  Comprehensive treatments  Efficacy  Intervention  LEAP  TEACCH Index. décimale : PER Périodiques Résumé : LEAP and TEACCH represent two comprehensive treatment models (CTMs) that have been widely used across several decades to educate young children with autism spectrum disorders. The purpose of this quasi-experimental study was to compare high fidelity LEAP (n = 22) and TEACCH (n = 25) classrooms to each other and a control condition (n = 28), in which teachers in high quality special education programs used non-model-specific practices. A total of 198 children were included in data analysis. Across conditions, children’s performances improved over time. This study raises issues of the replication of effects for CTMs, and whether having access to a high quality special education program is as beneficial as access to a specific CTM. En ligne : http://dx.doi.org/10.1007/s10803-013-1877-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223 [article] Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders [texte imprimé] / Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Matthew T. MCBEE, Auteur ; Michael ALESSANDRI, Auteur ; Anibal GUTIERREZ, Auteur ; Le Anne JOHNSON, Auteur ; Laurie SPERRY, Auteur ; Samuel L. ODOM, Auteur . - p.366-380. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.366-380 Mots-clés : Comparative effectiveness  Comprehensive treatments  Efficacy  Intervention  LEAP  TEACCH Index. décimale : PER Périodiques Résumé : LEAP and TEACCH represent two comprehensive treatment models (CTMs) that have been widely used across several decades to educate young children with autism spectrum disorders. The purpose of this quasi-experimental study was to compare high fidelity LEAP (n = 22) and TEACCH (n = 25) classrooms to each other and a control condition (n = 28), in which teachers in high quality special education programs used non-model-specific practices. A total of 198 children were included in data analysis. Across conditions, children’s performances improved over time. This study raises issues of the replication of effects for CTMs, and whether having access to a high quality special education program is as beneficial as access to a specific CTM. En ligne : http://dx.doi.org/10.1007/s10803-013-1877-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223

A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with Autism / Kyle D. BENNETT in Research in Autism Spectrum Disorders, 7-10 (October 2013)  

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Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial / Brian A. BOYD in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

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Evaluating the effectiveness of two commonly used discrete trial procedures for teaching receptive discrimination to young children with autism spectrum disorders / Anibal GUTIERREZ in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

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Objective measurement of head movement differences in children with and without autism spectrum disorder / Katherine B. MARTIN in Molecular Autism, 9 (2018)  

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Prolonged Auditory Brainstem Response in Universal Hearing Screening of Newborns with Autism Spectrum Disorder / Oren MIRON in Autism Research, 14-1 (January 2021)  

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The role of family cohesion in the psychological adjustment of non-Hispanic White and Hispanic mothers of children with autism spectrum disorder / Naomi V. EKAS in Research in Autism Spectrum Disorders, 21 (January 2016)  

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Validation of the Pictorial Infant Communication Scale for preschool-aged children with autism spectrum disorder / Christine S. GHILAIN in Autism, 21-2 (February 2017)  

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